{"id":1139,"date":"2019-05-20T16:57:28","date_gmt":"2019-05-20T16:57:28","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/olemiss-education\/?post_type=chapter&p=1139"},"modified":"2019-05-20T16:57:28","modified_gmt":"2019-05-20T16:57:28","slug":"concept-attainment","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/olemiss-education\/chapter\/concept-attainment\/","title":{"raw":"Concept Attainment","rendered":"Concept Attainment"},"content":{"raw":"We must learn to tailor our concepts to fit reality, instead of trying to stuff reality into our concepts.\u00a0<\/em>\r\n
Victor Daniels<\/em><\/div>\r\n
\r\n

About this teacher move<\/h3>\r\n
\r\n\r\nConcept Attainment is a constructivist approach to teaching and learning drawn from the work of Jerome Bruner (1956). In this instructional model students apply their prior understanding to determine the attributes of a concept through the processes of comparing and contrasting. This structured inquiry approach, gives students the opportunity to:\r\n\r\n\u2022 distinguish between relevant and irrelevant information\r\n\r\n\u2022 observe, classify, and hypothesize\r\n\r\n\u2022 connect newly attained concepts with old information\r\n\r\n\u2022 think inductively\r\n\r\nThe teacher\u2019s principal responsibilities are to provide examples, record student data, and ask probing questions. The principal goals of the concept attainment model are to enhance long-term learning and enable students to develop a habit of analysis through inductive reasoning.\r\n\r\n<\/div>\r\n

Implementing this teacher move<\/h3>\r\n
\r\n\r\n1. Gather images, sounds, and words to use as exemplars.\r\n\r\n2. Duplicate the Student Discovery Guide.\r\n\r\n3. Obtain chart paper, markers, tape.\r\n\r\n<\/div>\r\n

Managing this teacher move with students<\/h3>\r\n
\r\n\r\nA.\u00a0Stage One: Categorizing<\/strong>\r\n\r\n1. Post two pieces of chart paper or divide a marker board into two sections.\r\n\r\n2. Label the charts or marker board sections as Positive Exemplars (Have the Attributes) and Negative Exemplars (Lack the Attributes).\r\n\r\n3. Present several paired Exemplars (pictures, words, sounds, symbols, etc.) according to positive and negative categories. Begin the list with a paired example that has a High Attribute Value i.e., each member of the pair is strongly representative of that attribute. For example, if the concept was \u201csedentary\u201d, a sloth would have a level attribute value and a baby chimpanzee would score at a low value.\r\n\r\n4. Working singly or in groups, students complete their Discovery Guides in which they attempt to determine common attributes by:\r\n\r\n\u00b7 Making comparisons within a single category\r\n\r\n\u00b7 Looking for contrasts between categories\r\n\r\n\u00b7 Answering focusing questions: What makes the items fit into that category? What prevents these items from being in the other category?\r\n\r\nB.\u00a0\u00a0Stage Two: Building Concepts<\/b>\r\n\r\n1. Provide students with additional paired exemplars.\r\n\r\n2. In the large group, students hypothesize about common attributes. The teacher charts student ideas.\r\n\r\n3. Teacher presents a new, additional example to test students\u2019 hypothetical explanations.\r\n\r\n\u00b7 Ask students \u201cIs this a positive or negative exemplar? Why?\u201d\r\n\r\n\u00b7 Tabulate class data and confirm the example.\r\n\r\n5. Students attempt to name the Category or teacher gives the category a name or label.\r\n\r\n6. Students give additional examples of that concept.\r\n\r\nC.\u00a0Stage Three: Attaining Concepts<\/strong>\r\n\r\n1. Students work in pairs to identify the Essential Attributes of the concept.\r\n\r\n2. Student pairs prepare a final working description of the concept.\r\n\r\n3. Students analyze and describe their thinking as they worked though the Concept Attainment processes.\r\n\r\nD.\u00a0\u00a0Suggested Formative Assessments<\/b>\r\n
    \r\n \t
  1. Score the completed Student Discovery Guide.<\/li>\r\n \t
  2. Create a related concept map. See\u00a0Add Visual Components<\/a>\u00a0for additional information.<\/li>\r\n \t
  3. Test for the ability to identify additional positive exemplars for the concept.<\/li>\r\n<\/ol>\r\nE.\u00a0\u00a0Concept Attainment Glossary<\/strong>\r\n\r\nAttribute \u2013 a major feature or characteristic of something; e.g., robin \u2013 red breast.\r\n\r\nAttribute value \u2013 the degree or strength to which the attribute is represented in the exemplar.\r\n\r\nCategory \u2013 a collection of examples that share attributes missing in the other exemplar list.\r\n\r\nConcept \u2013 an idea, object, or event that can be given a name or label.\r\n\r\nData set \u2013 a large list of exemplars.\r\n\r\nEssential attribute \u2013 the characteristic that is critical to understanding the concept under consideration.\r\n\r\nExemplars \u2013 subset of a collection of data presented as a pair.\r\n\r\nInduction \u2013 process of reasoning that proceeds from the specific to the general.\r\n\r\n<\/div>\r\n<\/div>","rendered":"

    We must learn to tailor our concepts to fit reality, instead of trying to stuff reality into our concepts.\u00a0<\/em><\/p>\n

    Victor Daniels<\/em><\/div>\n
    \n

    About this teacher move<\/h3>\n
    \n

    Concept Attainment is a constructivist approach to teaching and learning drawn from the work of Jerome Bruner (1956). In this instructional model students apply their prior understanding to determine the attributes of a concept through the processes of comparing and contrasting. This structured inquiry approach, gives students the opportunity to:<\/p>\n

    \u2022 distinguish between relevant and irrelevant information<\/p>\n

    \u2022 observe, classify, and hypothesize<\/p>\n

    \u2022 connect newly attained concepts with old information<\/p>\n

    \u2022 think inductively<\/p>\n

    The teacher\u2019s principal responsibilities are to provide examples, record student data, and ask probing questions. The principal goals of the concept attainment model are to enhance long-term learning and enable students to develop a habit of analysis through inductive reasoning.<\/p>\n<\/div>\n

    Implementing this teacher move<\/h3>\n
    \n

    1. Gather images, sounds, and words to use as exemplars.<\/p>\n

    2. Duplicate the Student Discovery Guide.<\/p>\n

    3. Obtain chart paper, markers, tape.<\/p>\n<\/div>\n

    Managing this teacher move with students<\/h3>\n
    \n

    A.\u00a0Stage One: Categorizing<\/strong><\/p>\n

    1. Post two pieces of chart paper or divide a marker board into two sections.<\/p>\n

    2. Label the charts or marker board sections as Positive Exemplars (Have the Attributes) and Negative Exemplars (Lack the Attributes).<\/p>\n

    3. Present several paired Exemplars (pictures, words, sounds, symbols, etc.) according to positive and negative categories. Begin the list with a paired example that has a High Attribute Value i.e., each member of the pair is strongly representative of that attribute. For example, if the concept was \u201csedentary\u201d, a sloth would have a level attribute value and a baby chimpanzee would score at a low value.<\/p>\n

    4. Working singly or in groups, students complete their Discovery Guides in which they attempt to determine common attributes by:<\/p>\n

    \u00b7 Making comparisons within a single category<\/p>\n

    \u00b7 Looking for contrasts between categories<\/p>\n

    \u00b7 Answering focusing questions: What makes the items fit into that category? What prevents these items from being in the other category?<\/p>\n

    B.\u00a0\u00a0Stage Two: Building Concepts<\/b><\/p>\n

    1. Provide students with additional paired exemplars.<\/p>\n

    2. In the large group, students hypothesize about common attributes. The teacher charts student ideas.<\/p>\n

    3. Teacher presents a new, additional example to test students\u2019 hypothetical explanations.<\/p>\n

    \u00b7 Ask students \u201cIs this a positive or negative exemplar? Why?\u201d<\/p>\n

    \u00b7 Tabulate class data and confirm the example.<\/p>\n

    5. Students attempt to name the Category or teacher gives the category a name or label.<\/p>\n

    6. Students give additional examples of that concept.<\/p>\n

    C.\u00a0Stage Three: Attaining Concepts<\/strong><\/p>\n

    1. Students work in pairs to identify the Essential Attributes of the concept.<\/p>\n

    2. Student pairs prepare a final working description of the concept.<\/p>\n

    3. Students analyze and describe their thinking as they worked though the Concept Attainment processes.<\/p>\n

    D.\u00a0\u00a0Suggested Formative Assessments<\/b><\/p>\n

      \n
    1. Score the completed Student Discovery Guide.<\/li>\n
    2. Create a related concept map. See\u00a0Add Visual Components<\/a>\u00a0for additional information.<\/li>\n
    3. Test for the ability to identify additional positive exemplars for the concept.<\/li>\n<\/ol>\n

      E.\u00a0\u00a0Concept Attainment Glossary<\/strong><\/p>\n

      Attribute \u2013 a major feature or characteristic of something; e.g., robin \u2013 red breast.<\/p>\n

      Attribute value \u2013 the degree or strength to which the attribute is represented in the exemplar.<\/p>\n

      Category \u2013 a collection of examples that share attributes missing in the other exemplar list.<\/p>\n

      Concept \u2013 an idea, object, or event that can be given a name or label.<\/p>\n

      Data set \u2013 a large list of exemplars.<\/p>\n

      Essential attribute \u2013 the characteristic that is critical to understanding the concept under consideration.<\/p>\n

      Exemplars \u2013 subset of a collection of data presented as a pair.<\/p>\n

      Induction \u2013 process of reasoning that proceeds from the specific to the general.<\/p>\n<\/div>\n<\/div>\n\n\t\t\t

      \n\t\t\t

      Candela Citations<\/h3>\n\t\t\t\t\t
      \n\t\t\t\t\t\t
      \n\t\t\t\t\t\t\t
      CC licensed content, Shared previously<\/div>